Matemática e educação financeira: estratégias para o ensino de porcentagem no 8° ano do ensino fundamental

Abstract

This study is about percentage with approach in Financial Education. His goal was to help learn percentages, using Financial Education as a strategy. This research aimed to answer the following question: What strategies aimed at teachers and students can we propose to improve the teaching of percentages in Financial Education? A questionnaire was applied to 11 students and 1 teacher, defined as: A1, A2, A3, A4, A5, A6, A7, A8, A9, A10, A11 and D1. The research sought to know and evaluate the students' perception in Mathematics and Financial Education and, in addition, to introduce Financial Education as a motivator for percentage learning, diagnosing the performance of students in percentage problems when related to Financial Education. This is a descriptive study, with a qualitative approach, which aims to show teachers and students the strategies used to improve the teaching of percentages in Financial Education, thus making them better reflect on the subjects studied in the classroom. , thus leading to better use of the contents taught. Through the results of the research, it was verified that the teaching of percentage helps in the teaching of financial education, even with all the difficulty in assimilating the theoretical classes with the subjects of the daily one. This article was supported by some theorists such as Bessot (1998), Campos (2012), Negri (2010), among others